Author

Date of Award

Document Type

Degree Name

Keywords

Department

Curriculum and Instruction

First Advisor

Norma L. Hafenstein, Ph.D.

Second Advisor

Paul Michalec, Ph.D.

Third Advisor

Stuart Omdal, Ph.D.

Abstract

This research study attempts to address the persistent problem of practice of inequitable identification and programming for culturally and linguistically diverse gifted learners. One of the possible root causes of this persistent problem is the lack of parent engagement from culturally and linguistically diverse parents and caregivers (Jolly & Matthews, 2012; Grantham, Frasier, Roberts & Bridges, 2005). This phenomenological study targets parent and caregiver engagement of African American or Black parents and caregivers through the collaborative development of parent education. Participants were parents or caregivers of African American or Black school age children in metro Denver who participated in four conversations. During these four conversations, the participants worked collaboratively with facilitators to design parent education relevant for other parents. This collaborative development process serves as the phenomenon for this qualitative study. Data was collected through observation, focus groups, individual interviews and product analysis. The key findings of this research study include the need for Black parent and caregivers to be supported through a conversational approach. Study participants identified talking points for parents to use when engaging other parents in conversations about giftedness.